Syftet med studien var att undersöka hur skolkuratorer på grundskolan arbetar mot kränkande behandling i form av sexuella trakasserier. Vidare undersöktes om det förekommer skillnader i kuratorers bemötande, värderingar och bedömningar ur ett genusperspektiv med utgångspunkt från ett fiktivt fall. Metoden baserades på ett kvalitativt tillvägagångssätt med semistrukturerade intervjuer kopplade till en vinjett. Fyra deltagare utgick under intervjutillfällena från en vinjett och två tog ställning till en annan. Vinjetterna innehöll samma fiktiva berättelse förutom att elevens könstillhörighet var utbytt. Studiens vetenskapliga ramverk bestod av genusteori. Genomsökandet av tidigare forskning inom området visade att professionella vanligtvis gör en viss skillnad i bemötandet av klienter baserat på klientens könstillhörighet. Resultatet från den här studiens intervjuer synliggör dock inga utmärkande skillnader i bemötande beroende på elevens kön. Dock kunde vissa skillnader urskiljas i intervjupersonernas fria berättande i vilket intervjupersonernas förståelse av vissa typer av beteenden hos elever kunde härledas till stereotypa föreställningar om kön. Avslutningsvis diskuteras utifrån skribenternas perspektivhuruvida skolorna borde utveckla sina utbildningsstrategier avseende makt, sexualitet och samtycke. / The purpose of the study was to investigate how school counselors at compulsory school work against offensive treatment in the form of sexual harassment. Furthermore, it was examined whether there were differences in counselors' treatment, values and assessments from a gender perspective, based on a fictitious case. The method was based on a qualitative approach with semi-structured interviews linked to a vignette. During the interview sessions, four participants were based on a vignette and two from another. The vignettes contained the same fictional story except that the pupil's gender affiliation was exchanged. The study's scientific framework consisted of gender theory. The search of previous research in the field showed that professionals usually make a certain difference in the treatment of clients based on the client's gender affiliation. However, the results of this study's interviews do not reveal any significant differences in treatment depending on the student's gender. However, some differences were discernible in the respondents 'free narrative in which the respondents understanding of certain types of behavior among students could be derived from stereotypical notions of gender. Finally, it is discussed from the writers' perspective whether the schools should develop their education strategies regarding power, sexuality and consent.

Utgångspunkten i studien var relationens betydelse och fokus i studien har varit att undersöka vad skolkuratorer anser vara förutsättningar för att bygga en relation med ungdomar. För att möjliggöra det har sex semistrukturerade intervjuer genomförts med skolkuratorer i tre kommuner i Sverige. Det empiriska materialet har analyserats genom en tematisk analysmetod där huvudtemat Relationens betydelse framkom, vidare har fyra centrala teman som förutsätter relationsskapande analyserats fram. Respektive tema har ett undertema för att möjliggöra en fördjupning. Följande centrala teman och underteman var; Att finnas där och att lyssna, Att använda sin kunskap och att möta ungdomen där den är, Att vara människokännare och att vara flexibel, Att vara människa och att göra det lilla extra. Resultatet diskuteras utifrån tidigare forskning och Carl Rogers teori om den personcentrerade terapin samt Rogers tankar om den terapeutiska relationen. Studiens huvudsakliga slutsats var att relationen är A och O. / The starting point in this study was the importance of the relationship. The investigation examines school counselors experiences of creating conditions for relationships with young people. Six semi-structured interviews were conducted with school counselors in three Swedish municipalities. A thematic analysis was used to analyze the empirical material were the main theme the importance of the relationship was found. Four key themes of relationship creating conditions were also discovered. The central themes have subthemes to deepen the analysis. These central themes and subthemes were; To be there and to listen, To use the knowledge and to meet the youths perspective, To know people and to be flexible, To be a human being and to do more than required. The results have been discussed in relation to past research and the theory of Carl Rogers on person centered therapy and Rogers thoughts on the therapeutic relationship. The mail conclusion of the study was that the relationship is the key.

Syftet med denna studie var att undersöka skolkuratorers erfarenheter av hur en problematisk skolgång identifieras, hur de bemöter denna problematik samt hur de kvalitetssäkrar arbetet. För att besvara studiens syfte genomfördes en kvalitativ intervjustudie med fem skolkuratorer på grundskolor i Mellansverige. Empirin analyserades utifrån teori kring problematisk skolgång, systematiskt kvalitetsarbete samt evidensbaserad praktik. Resultatet visade att problematisk skolgång innebär att måluppfyllelse inte nås eller att skolgången blir avbruten, viktiga faktorer i sammanhanget var frånvaro samt ökad psykisk ohälsa. Skolkuratorerna ansåg att en god relation mellan eleven och skolan samt samverkan var viktiga framgångsfaktorer för att tidigt upptäcka och kunna åtgärda problematiken. Systematiskt kvalitetsarbete framkom som en viktig faktor och i synnerhet genom kontroll av giltig och ogiltig frånvaro samt genom kartläggningar på olika nivåer. Att arbeta med evidens ansågs också vara viktigt men samtidigt fanns viss skepsis mot nya metoder och ofta användes bara valda delar av evidensbaserade metoder för att kunna individanpassa och att se helheten. / The purpose of this study is to examine how school counsellors, in their own practical experience, identify problematic schooling; how they approach these problems; and how they assure the quality of their work. To answer these questions, the authors have conducted a qualitative study, interviewing five school counsellors working in different schools in Central Sweden. The empirical study has been analyzed using the theoretical concepts of problematic schooling, systematic quality assurance, and evidence-based practice. The outcome of the study suggests that problematic schooling entails the failure to reach educational goals, or even the complete disruption of schooling. Important factors include pupil absence and impaired mental health. A successful pupil–school relationship, as well as a co-operative environment, are identified by the interview subjects as important factors for the successful detection and intervention of problematic schooling. Furthermore, systematic quality assurance is identified as a key factor, particularly in the shape of survey and verification by the school regarding the validity of pupil absence. Finally, the interview subjects generally consider an evidence-based approach to be important, but also tend to display some scepticism towards the implementation of new methods. The study thus shows that evidence-based methods are often only partially applied, in an attempt by school counsellors to make case-dependent adjustments to fit the wider picture.

<p>The aim of the thesis is to describe and analyse the organization, resources and practice of pupil welfare work in municipal compulsory schools. In one study, telephone interviews with head masters from a random sample of 100 municipal compulsory schools have been carried out. A second study is based on material from two case studies, where the work of the pupil welfare team members and the everyday organizing of pupil welfare, are scrutinized.</p><p>The distribution of special pupil welfare resources varied considerably. Almost one-third of the variation could be explained by organizational and structural variables included in a regression analysis. Practically all schools in the sample had a school nurse, while school social workers and in particular school psychologists, were available to a lesser extent. Regarding the latter two professions, the results indicate that these resources are allocated to pupils of different age groups. The involvement of different kinds of municipal service in pupil welfare work is becoming a common form of organization. The case studies show that these service units can become influential actors in the organizing of local pupil welfare work. </p><p>School nurses appear to be an institutionalized resource, with regard to their presence in schools and the content of their work. The school social worker lacks a specific technology of her own that distinguishes her work from other professions. School social work is performed by several professions and for some tasks domain conflicts can arouse. These conflicts can to a certain degree be rooted in the enhanced consultative role of the pupil welfare specialists, which affects the division of labour between the actors. The pupil welfare meetings studied in the case studies where characterized by asymmetrical relationships, where little space were given for pupils and their parents to be actively involved in the decision-making process. </p>

<p>The aim of this study was to examine how some Swedish school counsellor’s describe their school social work and how they look at its content. Further more the aim is to look at what restraining and promoting factors the school counsellor’s experience in their working situation. The approach of the study is qualitative and interviews have been made with five school counsellors. The results show that school counsellors have a variety of different working-areas, which consist of supporting and consulting pupils, parents and teachers through dialogue. Another assignment is to work preventive with groups and classes. Other scientists have found similar results as the ones in this study. About restraining and promoting factors in their work, the school counsellors expressed, for example, time and resources as restraining factors and as promoting factors they mentioned closeness to the pupils and working preventive. Their offices were mentioned being both a restraining and promoting factor due to the central activity of dialogue. They expressed that they were all satisfied with their work, but that it would be enough to work full-time on just one school. To analyse the results the time-geographic perspective was used.</p>

<p>Denna studie i socialantropologi är baserad på kvalitativa intervjuer med tre skolkuratorer. Den handlar om deras uppfattningar om och erfarenheter av hedersrelaterat våld och förtryck. Hedersproblematiken har sina rötter i kollektivets dominans över individen, patriarkala mönster och kulturkrock. Skolan har ett stort ansvar att se de utsatta eleverna, men det råder skilda meningar om vilka som utsätts. Vanligtvis ses flickor som offer för fäders och bröders våld i familjerna, men skolkuratorernas erfarenheter visar att alla individer i familjer där hedersrelaterat våld och förtryck existerar tycks i varierande grad vara delaktiga i våldet, och att även pojkarna kan vara offer.</p> / <p>This thesis in Social Anthropology is based on interviews with three school-councelors. It´s about their experiences and perceptions of honour-related violence and oppression. Honour-problemacy has it´s roots in the dominance of the collective over the individual, patriarchal patterns and collision between cultures. The school has a large responsibility to see the exposed students, but there are different opinions on who are the exposed. Normally, girls are seen as the victims of the violence of the father and brothers in their families, but the experiences of school-councelors show that all individuals in families where honour-related violence and oppression exists, seems to be perticipants in the violence, and that the boys also can be the victims.</p>

The aim of the thesis is to describe and analyse the organization, resources and practice of pupil welfare work in municipal compulsory schools. In one study, telephone interviews with head masters from a random sample of 100 municipal compulsory schools have been carried out. A second study is based on material from two case studies, where the work of the pupil welfare team members and the everyday organizing of pupil welfare, are scrutinized. The distribution of special pupil welfare resources varied considerably. Almost one-third of the variation could be explained by organizational and structural variables included in a regression analysis. Practically all schools in the sample had a school nurse, while school social workers and in particular school psychologists, were available to a lesser extent. Regarding the latter two professions, the results indicate that these resources are allocated to pupils of different age groups. The involvement of different kinds of municipal service in pupil welfare work is becoming a common form of organization. The case studies show that these service units can become influential actors in the organizing of local pupil welfare work. School nurses appear to be an institutionalized resource, with regard to their presence in schools and the content of their work. The school social worker lacks a specific technology of her own that distinguishes her work from other professions. School social work is performed by several professions and for some tasks domain conflicts can arouse. These conflicts can to a certain degree be rooted in the enhanced consultative role of the pupil welfare specialists, which affects the division of labour between the actors. The pupil welfare meetings studied in the case studies where characterized by asymmetrical relationships, where little space were given for pupils and their parents to be actively involved in the decision-making process.

The aim of this study was to examine how some Swedish school counsellor’s describe their school social work and how they look at its content. Further more the aim is to look at what restraining and promoting factors the school counsellor’s experience in their working situation. The approach of the study is qualitative and interviews have been made with five school counsellors. The results show that school counsellors have a variety of different working-areas, which consist of supporting and consulting pupils, parents and teachers through dialogue. Another assignment is to work preventive with groups and classes. Other scientists have found similar results as the ones in this study. About restraining and promoting factors in their work, the school counsellors expressed, for example, time and resources as restraining factors and as promoting factors they mentioned closeness to the pupils and working preventive. Their offices were mentioned being both a restraining and promoting factor due to the central activity of dialogue. They expressed that they were all satisfied with their work, but that it would be enough to work full-time on just one school. To analyse the results the time-geographic perspective was used.

Sweden has an obligation to report child abuse suspicions to Social Services. According to Socialtjänstlagen (swedish constitution) 1 § Chapter 14, all employees in agencies affecting children, such as schools, have a responsibility to report their suspicions. Research shows that many abuses are not reported. The consequence of this is that Social Services does not hear about all cases of abused and harmed children. One profession where reporting is mandated is school counselors. The school counselor has a particular status in the educational community and meets many maltreated children, and children who injure themselves through their own behavior. The purpose of our study was to describe the circumstances that school counselors believe may affect their tendency to report. Using qualitative methods, we had eight interviews with school counselors from different municipalities who work with students of different ages, and who have different experiences within their profession. The result was related to the theoretical frames of the written composition by Stephen Webb’s (2006), The Rationality of Regulation and the Sociological Concepts of Formal and Informal Social Controls (Israel, 1968). Our study shows that all school counselors knew that a report had to be submitted even at the slightest suspicion, although several of them said that they in some cases avoided to report. The reasons for this, which all according to our interpretation means that the regulation and the social control of maltreated children does not always work, could have to do with the cooperation and response from the social services, or that they assumed that the involvement with the social services would not benefit the child. It could also be that the student’s situation was not serious enough to report, or that they wanted more information about the situation before reporting. Another reason could be that they assumed that there are better ways to sort out the students’ concerns within the school or other agencies, especially if it regards an older student. The study also shows that the school counselors felt there was a risk in losing the students trust when reporting their suspicions.

Denna studie i socialantropologi är baserad på kvalitativa intervjuer med tre skolkuratorer. Den handlar om deras uppfattningar om och erfarenheter av hedersrelaterat våld och förtryck. Hedersproblematiken har sina rötter i kollektivets dominans över individen, patriarkala mönster och kulturkrock. Skolan har ett stort ansvar att se de utsatta eleverna, men det råder skilda meningar om vilka som utsätts. Vanligtvis ses flickor som offer för fäders och bröders våld i familjerna, men skolkuratorernas erfarenheter visar att alla individer i familjer där hedersrelaterat våld och förtryck existerar tycks i varierande grad vara delaktiga i våldet, och att även pojkarna kan vara offer. / This thesis in Social Anthropology is based on interviews with three school-councelors. It´s about their experiences and perceptions of honour-related violence and oppression. Honour-problemacy has it´s roots in the dominance of the collective over the individual, patriarchal patterns and collision between cultures. The school has a large responsibility to see the exposed students, but there are different opinions on who are the exposed. Normally, girls are seen as the victims of the violence of the father and brothers in their families, but the experiences of school-councelors show that all individuals in families where honour-related violence and oppression exists, seems to be perticipants in the violence, and that the boys also can be the victims.